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Representing the one left over: A social semiotic perspective of students’ use of screen casting
This paper examines the potential of using screen casting with an iPad to enhance learning in mathematics. Data are presented from two seven-year-old students as they use the Explain Everything app to solve a division with remainder problem (DWR). A social semiotic perspective was used to interpret students’ use of multiple modes as they represented the mathematical ideas within the context of the problem. We consider how a social semiotic perspective has the potential to draw attention to the students’ interests and emerging expressions in representing mathematical relationships. We further consider how the use of representations in the app might relate to student learning.
History
Publication title
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10)Editors
T Dooley & G GueudetPagination
2603-2610ISBN
978-1-873769-73-7Department/School
Faculty of EducationPublisher
European Society for Research in Mathematics EducationPlace of publication
GermanyEvent title
Congress of the European Society for Research in Mathematics Education (CERME10)Event Venue
Dublin, IrelandDate of Event (Start Date)
2017-02-01Date of Event (End Date)
2017-02-05Rights statement
Copyright 2017 the AuthorsRepository Status
- Restricted